Chapter 1 Basic skills of language communication

1, please talk about the significance and function of narration and teaching, and try to talk about the topics that should be paid attention to in narration and teaching.

Answer: Narration and teaching not only provide students with rich language information and quickly build a bridge to knowledge, but also compare with textbooks, learning tools, specimens, wall charts, stereos, Internet and other "cold" curriculum carriers, teachers' language is easier to communicate with students, making classroom teaching situational and infectious, thus stimulating students' learning enthusiasm and confidence. Teachers can create a dynamic and emotional teaching atmosphere by telling and teaching. Directly affect the classroom teaching effect. Teachers' telling and teaching can make profound and abstract book knowledge vivid. Easy to understand and more direct at the same time, so that students can take fewer detours. Telling and teaching are helpful to help students understand the textbook comprehensively, profoundly and correctly. Narration and teaching are integrated into teachers' own knowledge and self-cultivation emotion, which is the expression of truth, goodness and beauty in teachers' hearts.

Topics that should be paid attention to when telling and teaching:

(1) Choose the time of lectures and lectures reasonably.

(2) Carefully organize the content of narration and teaching.

(3) Adjust the speech speed and intonation appropriately to enhance the attraction of telling and teaching.

2. What are the functions of questioning and questioning? Combined with my own teaching practice, I reflect on whether the questions and doubts in my teaching activities have achieved the expected purpose, and what problems still exist?

Answer: (1) The function of asking questions: Asking questions is an important way to highlight teachers' organizational guidance; Teachers and students can improve their oral expression ability, adaptability and communication ability through classroom questions and answers, and new ideas are born in constant interaction, which is the brightest spark in the classroom; High-quality classroom questioning can stimulate students' interest in learning new knowledge and cultivate the spirit of active exploration.

(2) The function of asking questions: Asking questions can prevent students from making superficial answers to questions. Asking questions can disperse students' thinking, distract students' thinking, and urge students to consider topics from multiple angles and aspects; You can also dig the knowledge points behind the topic, help students build the connection between old and new knowledge, and cultivate students' ability to draw inferences from others.

In teaching, my questions have basically achieved the expected results, but there are still some shortcomings: classroom questions are not different from person to person, students are encouraged to answer more, and students with learning difficulties are ignored. Sometimes students' answers and questions are ignored, and sometimes they ask without asking. For the design of the topic, sometimes it is divorced from the students' reality and sometimes it is too repetitive.

Chapter II Teaching AIDS Show Basic Skills

3. What is the use of learning tools and teaching AIDS? What topics should be paid attention to in use?

A: The role of using learning tools and teaching AIDS:

(1) can improve students' interest in learning. Hobbies are the best teachers, so we should pay attention to stimulating students' learning hobbies in classroom teaching. There are many ways to stimulate and cultivate students' interest in learning. Among them, creating manipulation situations for students and strengthening the use of school tools for hands-on manipulation not only make students in the main position of learning, but also conform to the age and thinking characteristics of primary school students. Primary school students' thinking is in the concrete visualization development stage, which has the characteristics of loving to play and move. Creating fair and timely operational activities and providing students with opportunities for activities will make their study enjoyable, relaxed and efficient.

(2) It is beneficial to cultivate students' sense of cooperation. Whether you can cooperate with others, effectively express your own views and opinions, and listen carefully, summarize and absorb others' opinions is the basic requirement of modern society. Therefore, it is particularly important to cultivate students' team spirit of unity, coordination and cooperation in primary school. In the teaching process, cooperative manipulation of learning tools can cultivate students' sense of cooperation.

(3) contribute to the understanding of knowledge. We know that people's familiarity with things is first of all perceptual familiarity, which is mainly formed through the perception of intuitive materials. Proper use of learning tools can reflect concrete and vivid processes, enrich students' perceptual familiarity, improve perceptual effects and lay a solid foundation for understanding and applying knowledge. Therefore, the use of teaching AIDS or learning tools can reveal the essence and internal relations of things, successfully break through the teaching difficulties, help students remove the obstacles to understanding knowledge, and add interest to classroom teaching.

(4) It is helpful to cultivate hands-on operation ability. Cultivating practical ability is a very exaggerated aspect of modern teaching theory. Some foreign experts regard the cultivation of practical operation ability as one of the three key abilities when studying the new teaching system of primary schools. Let students draw, operate and demonstrate, which is helpful to cultivate students' operational ability and promote their all-round development of five educations.

Topics that should be paid attention to when using learning tools and teaching AIDS:

(1) While using learning tools and teaching AIDS, we should pay attention to the role of language. Language is a tool of thinking. In the process of operation, teachers are full of inspiring language, and students' description of the operation process is a condition for orderly and effective operation and an important means to improve thinking. Therefore, when using teaching AIDS and learning tools to explore, we must combine hands and words. Without simple manipulation of language, it is difficult to realize the transition from intuition to abstraction.

(2) The use of learning tools and teaching AIDS should pay attention to guiding students to observe and think in time and return to specific operations for inspection. Concrete and abstract generalization are interactive processes. After abstract generalization loses the general characteristics of things, it can guide students to return to specific and individual things and apply and test the conclusions of abstract generalization, so as to give full play to the maximum energy of teaching AIDS and learning tools and fully realize the preset teaching objectives.

(3) The use of learning tools and teaching AIDS should be practical, suitable for observation and conducive to the realization of the goal.

4. What problems may arise when using pictures and audio-visual AIDS in teaching? How to improve?

A: Although pictures and audio-visual teaching AIDS can assist classroom teaching, directly provide students with perceptual materials, inspire students' thinking, cultivate students' emotions, stimulate students' interests and hobbies, and cultivate students' observation, thinking and problem-solving abilities, improper use will have the opposite effect.

(1) Misunderstandings of pictures, audio and video in teaching application.

① Too much pursuit of the "external beauty" of the picture. Some pictures use bright colors, which often distract students' attention, interfere with their observation and lose the role of teaching AIDS in assisting teaching. We advocate that teaching AIDS should be simple, easy to operate, focus on solving problems in teaching, and pursue the internal function of teaching AIDS instead of the so-called external beauty.

② Only attach importance to the use of pictures and audio-visual teaching AIDS, and ignore the use of traditional teaching AIDS. Even after a class, there is not a word on the blackboard.

(3) The reading and recording of the text played by the machine is quite standard, but it cannot be equated with the emotional reading and kind words of the teacher. If you can explain clearly through traditional media such as blackboard writing and dictation, there is no need to use too many pictures, audio-visual and other teaching AIDS, and follow the principle of "low cost and high efficiency" to improve the teaching effect.

(2) mistakes in the application of network resources. Relying too much on network resources and ignoring other traditional teaching resources. We know that there has never been a unique teaching media, and so has the Internet. There are many ways to provide learning resources, such as teaching materials, teaching wall charts, film and television broadcasts, libraries and so on. We can't think that only network resources are the only and best resources, and we pay too much attention to material resources and ignore the hierarchy, systematicness and pertinence of resources. When some teachers teach under the network environment, they only provide students with relevant web resources found through search engines, and list a large number of material resources together, without fair and effective screening and integration, so that all the knowledge acquired by students has no hierarchy and system, which deviates from the learning goal and direction.

(3) Teachers' misunderstanding in teaching methods and teaching concepts. In teaching methods, we attach importance to demonstrating phenomena and imparting knowledge, while neglecting revealing process and cultivating ability. When using a variety of teaching AIDS to assist teaching, we should pay attention to the choice of teaching methods and careful design of teaching. The emergence of information technology is more meaningful, because we can use the idea of "constructivism" to carry out teaching design, create more realistic "scenarios" for students to realize "meaning construction", improve the cognitive environment and pay attention to the cultivation of students' cognitive methods. Teaching media should be a tool for students to discover, explore, get familiar with society and accept new information, and a helper for students to learn, not just a tool for teachers to explain and demonstrate.

Chapter III Basic Skills of Teaching Implementation

5. What topics should we pay attention to when designing a classroom?

Answer: (1) Is the teaching goal design effective? Teaching objectives are the criteria for evaluating teaching activities. Therefore, the scientificity, objectivity and operability of teaching objectives play an important guiding role in the planning of teaching activities. In the process of Chinese teaching in primary schools, teachers should guide students to study according to the predetermined teaching objectives, and do not rule out making necessary adjustments temporarily according to actual activities.

(2) Whether the creation of teaching situation meets the curriculum requirements. Teachers should design inspiring teaching situations that can stimulate students' thirst for knowledge according to students' reality, so that students can actively think and explore and deepen their understanding and perception of the text. The situation created by teachers should meet the curriculum requirements, be closely related to the teaching content, and promote students' learning.

(3) Deal with the relationship between presupposition and essence. When preparing lessons, teachers should presuppose the problems they may encounter in the classroom in multiple dimensions, and at the same time presuppose solutions. If this topic appears, it will arouse students' positive thinking. Teachers should make full use of this situation and correctly handle its process. Through discussion and revision, students can be provided with a process of thinking, so as to solve the problem, and even teachers can induce the emergence of this problem and arouse students' thinking. However, if the occurrence of such topics forms obstacles to students' learning, it is necessary to guide students' thinking to develop actively. In other words, when designing a classroom, we should have teaching materials in our eyes and students in our hearts, so as to skillfully handle the relationship between presupposition and nature.

(4) Whether to attach importance to students' learning activities of "independence, cooperation and inquiry". In the process of designing the classroom, students should be given enough time and space so that each student can explore topics independently or cooperatively around the text. In order to make students' inquiry directional and avoid blindness, teachers should preset inquiry tasks. Teachers should give students strong guidance and support when designing classrooms. The design, guidance, support and promotion of teachers are extremely important to the success of students' learning.

6. According to teaching practice, talk about how you guide students into teaching. What other questions are there?

A: The key to guiding students into teaching is excellent classroom lead-in, which is suitable for finding the best way to stimulate students' motivation.

For example, (1) bring forth the old and bring forth the new, and guide students' attention and ideas to ignorance with their knowledge.

(2) create suspense and stimulate curiosity.

(3) Rendering atmosphere, bringing students to a specific environment through teachers' infectious language activities.

(4) It is difficult to ask questions and grasp students' curiosity.

(5) Visual demonstration, which makes students feel immersive through visual teaching AIDS.

(6) Quote the classics, quote the old sayings and allusions to arouse students' association.

(7) Connecting with practice to stimulate students' interests.

Existing problems:

(1) usurped the role of the host, taking up too much time.

(2) divorced from students' cognitive characteristics and cognitive level.

(3) The content is improper, which deviates from the focus of this lesson, and the lead and the end do not echo well.

Chapter IV Basic Skills of Students' Learning Guidance

7. How do you think teachers should stimulate students' topic awareness in teaching?

A: (1) Create a democratic atmosphere and encourage students to ask questions.

(2) Create topic scenarios to guide students to ask questions.

(3) Construct independent exploration and train students to ask good questions.

Please talk about the role of non-intellectual factors in students' development?

Answer: Non-intellectual factors have the functions of encouragement, guidance, maintenance and adjustment. In Chinese teaching, orientation can help students set learning goals in Chinese learning. Keeping goals in Chinese teaching helps students build confidence. Norms can dominate a person's behavior, and reinforcement can help students to cheer up, keep forging ahead and explore with full emotions.

Chapter V Basic Skills of Teaching Evaluation

9. How to effectively play the role of homework correction and promote the sustainable development of students?

A: Homework is an effective way for students to consolidate their knowledge and improve their ability, and it is also regarded as a continuation of classroom teaching. It is not only an important part of teachers' teaching activities, but also an important part of students' learning process.

Homework is also an important carrier of communication between teachers and students. Teachers can know students' mastery of knowledge through homework, and be familiar with students' analytical ability, thinking ability and creative ability. According to this understanding, they can correct, catch up and adjust their teaching in time. Correcting homework is an effective way to evaluate students under the new curriculum, and it is also a necessary means for teachers to urge students to correctly master what they have learned, further consolidate and improve their proficiency and exercise their thinking. At the same time, students can be familiar with their own advantages and disadvantages and understand the teacher's expectations and evaluation of themselves through the teacher's correction of homework. It is another important skill that teachers should master under the new curriculum to arrange homework reasonably and correct homework effectively to make it more effective in consolidating and extending knowledge, developing ability and feeding back teaching information. The traditional homework design is single, mainly written homework. Real life is colorful. Teachers should be good at grasping opportunities in student activities and designing flexible and diverse homework content. The new homework design should be writable, readable, viewable, operable and playable, increase the purpose of each activity, give full play to students' initiative and creativity, combine listening, speaking, reading, writing with acting, singing, drawing and doing, and let students use their hands, brains and words, which not only conforms to their strong curiosity, love of brains and vivid thinking, but also can cultivate Chinese skills. The new curriculum teaching focuses on practice, not "speech". In the process of teaching, arranging colorful, diverse and open practical Chinese homework can not only consolidate the achievements of classroom teaching, stimulate students' interest in learning Chinese, but also promote the all-round development of students' personality. As a subsystem of the teaching evaluation system, homework correction can effectively help teachers receive feedback from students' homework, find and make up for problems in students' study, enhance emotional communication between teachers and students, establish students' learning confidence and promote students to form good study habits. It is an important basis for evaluating students' learning and an effective way to improve teaching effect.

(1) In order to give full play to the main role of students and let them participate in the process of homework evaluation, the following methods can be adopted. The first is the way students correct each other. For example, the dictation of new words and phrases in class generally adopts the method of correcting each other between students. After the students finished speaking, the teacher assigned the students to correct each other. After correcting, the teacher counted the homework. The second is the method of correcting homework in class. For the review class, there are basic questions, intermediate questions and questions with a certain degree of thinking. These questions are generally completed in the classroom, and they are corrected by feeding back the answers in time and correcting in the classroom. If the teacher keeps talking, it will not help the gifted students' thinking, and the students with learning difficulties will not make progress. For students, this method can not only make them know right and wrong in time, but also improve their enthusiasm for doing homework; For teachers, it can not only keep abreast of students' homework, but also reduce the time for correcting homework after class. Third, the group corrects the homework. In composition teaching, sometimes we can use the method of grouping and correcting each other, that is, students of different levels are arranged into two tables, each group is composed of four people, and each group corrects each other, and reports the correction to the teacher. In this way, students can not only understand the topics in their own homework, but also learn new ideas and methods from other students' homework, and exercise and improve their ability of error correction and discrimination. Fourth, teachers and students * * * batch of homework. Using this method, we need to focus on several students' typical wrong homework. The teacher puts the students' homework on the projection in advance, and then the teacher corrects it with the students. Through this * * * evaluation, teachers and students can inspire each other, argue with each other, truly understand the causes of mistakes and the methods of correcting them, and greatly improve the efficiency of correcting homework and the correct rate of correcting homework again.

(2) Give full play to the guiding role of teachers, so that teachers' love can be reflected in homework correction. Teachers can adopt the following methods. The first is to encourage amendments. When students make progress in some aspects of their homework through hard work, or when they can finish their homework as usual without flinching in the face of special difficulties, they can lose no time to improve their evaluation level and encourage them to experience the joy of overcoming difficulties and achieving success, thus improving their enthusiasm for completing their homework. The second is to negotiate error correction. Some homework can be corrected in groups, and you can know the specific situation in person and negotiate with them. In this process, there are often unexpected discoveries, or students' ideological problems, or students' innovative ideas to solve problems. Teachers can adopt corresponding strategies according to the specific situation, praise students' creative problem-solving methods, and let them introduce ideas or methods in class, encouraging everyone to open up their minds and be realistic and innovative. The third is delay correction. Students' knowledge base, intelligence level and learning attitude are different, so some students should be promised to achieve the corresponding goals after a period of hard work. To this end, teachers can take the second evaluation or temporarily suspend the evaluation. This "delayed judgment" weakens the screening function of evaluation, highlights the vertical development of students, enables students to see their own progress and feel the joy of success, thus stimulating their enthusiasm for learning. The fourth is face-to-face correction. This way of correcting students' homework can help teachers find successes and shortcomings in time, and give feedback to students in time, which can promote students' learning enthusiasm to a certain extent and make the relationship between teachers and students harmonious.

(3) evaluation. First, comment and guide, and think about correcting mistakes. When students make mistakes in their homework because of carelessness, they can use comments to guide students to review and check themselves, and find out the reasons for the mistakes and the correct answers. If students make mistakes in understanding, they can be approved as "carefully examine the questions, think clearly about the meaning, and then solve the problems, ok?" According to the comments, students can quickly find out the reasons for the mistakes and leave a deep impression. The second is to encourage comments and enhance confidence. "Evaluation should pay attention to the process of students' development, exaggerate the comparison between students' past and present, and let students truly experience their own progress through evaluation." When students with poor foundation write the first part of the answer, they should encourage "you can do it, you can think it out after thinking again!" In addition, languages such as "How clever and creative, it will be better to speak your thoughts boldly in class" can not only increase students' confidence, but also make them willing to accept teachers' suggestions. The third is to comment and broaden our thinking. Proper guidance with comments is helpful to stimulate students' potential and activate their innovative consciousness. The fourth is to promote comments and form habits. Teachers should strictly control the writing and format of students' homework, which is the external standard to reflect good study habits. It is necessary to point out the shortcomings in the homework with appropriate comments in time, which is easy for students to accept and correct, such as "You are smart, it would be better if your handwriting is better"!

In a word, the flexible use of marking forms can not only stimulate students' initiative and enthusiasm in answering questions, but also enhance students' sense of ownership, create an independent, self-respecting and confident working environment for students, and let students enjoy learning and marking.

10, what do you think is the function of guiding students to establish a growth record bag?

A: (1) Students can reflect on their learning methods and achievements.

(2) It can cultivate their autonomy and self-confidence.

(3) The growth record bag can record the growth process of students, truly reflect their successes and setbacks, and let them experience the hardships and happiness of success.

(4) The growth record bag provides rich and varied evaluation materials for parents and teachers, so that each student can develop better and more comprehensively.

Chapter VI Basic Skills of Resource Development

1 1. On the significance and matters needing attention of developing curriculum resources.

A: the significance of developing curriculum resources;

(1) Promote the continuous improvement of teachers' professional level.

(2) Improve the effectiveness of classroom teaching and enrich classroom teaching resources.

(3) Stimulate students' interest in learning and promote their intellectual development.

(4) It helps students to keep their memories and provides a good growing point for the generation of new knowledge.

(5) Cultivate and train students' thinking ability, so that students can establish correct values.

(6) Cultivate students' ability to collect and process information.

Matters needing attention in developing curriculum resources:

(1) We must take the curriculum standards as the basis, fully grasp the intention of compiling textbooks, and must not arbitrarily change the teaching purpose and violate the teaching characteristics of the subject.

(2) The starting point must be conducive to mobilizing students' interest in learning and effective teaching.

(3) It must be the same height as "reality" and "liveliness" and cannot be a mere formality.

(4) avoid subjective behavior to the maximum extent, and come from practice and go from practice.

(5) We must seek truth from facts, and we should not rush for success.

(6) Don't go beyond students' ability and deviate from teaching objectives. The development and utilization of natural classroom teaching resources should be based on "fairness" and "effectiveness" and the three-dimensional goal of classroom teaching, and strive to achieve the unity of disorder and order in classroom teaching.

(7) Close to students' life experience, create a "life" atmosphere, let students experience the value of Chinese, and don't violate the humanistic connotation of the text.

Chapter VII Basic Skills of Teaching and Research

12. What role do you think lesson study can play in teachers' professional growth?

A: Lesson study can accelerate the pace of teachers' professional growth, effectively transform educational theory into educational behavior, improve the quality and level of regular teaching and research activities, and is an effective means to improve teaching quality. Effective lesson study is oriented to the growth of teachers' teaching ability. In this sense, lesson study provides a guiding strategy for improving teachers' problem-solving ability and increasing teachers' practical wisdom, and its appearance also makes teachers really become the masters of research activities.

13. What topics should we pay attention to in lesson learning?

A: Lesson study is one of the most effective ways of school-based teaching and research. However, due to the deviation of the implementer's concept, biased understanding and improper operation, there are various disadvantages in the current research, such as blind imitation, generalization of the theme, and inaccurate grasp of the research direction and objectives.

(1) The study of lesson cases should be based on reality, aiming at solving practical problems encountered in teaching, and improving teachers' professional judgment and practical wisdom. When studying lesson plans, we should pay attention not to blindly imitate other people's research manipulation procedures, but to determine targeted research topics according to our own development needs.

(2) When learning lesson examples, we should pay attention to overcoming the phenomenon of topic generalization. The main reason why many teachers' lesson study is invalid is that the theme is "big" but "empty".

(3) It is necessary to clarify the objectives of lesson study. Teachers should pay attention to the following points when determining the research objectives: first, set a specific goal for all students in view of the school's education and training objectives and teaching purposes. With specific goals, teachers can find out the gap between the actual situation of students and the training goals through exchanges and discussions, lock in the goals, carry out research, and narrow the gap through classroom teaching practice. Second, the purpose of lesson study is to find out the best way to cultivate students' quality or ability through teaching activities, rather than simply improving teaching effect or academic performance.

(4) Understand students and their thoughts and behaviors in the learning process. First, pay attention to the understanding of students' learning ideas and behaviors, pay attention to the investigation and study of students' learning process and tap students' potential from beginning to end, and pay attention to how to maximize students' potential in classroom teaching, rather than teachers' teaching performance. Second, teachers' research process must follow the idea of "how students learn", that is, observe and analyze every specific behavior of students in classroom activities, and then discuss "how teachers should teach" according to students' classroom performance, so as to improve teachers' teaching methods and improve students' learning effect.

(5) Pay attention to overcoming impetuous psychology and promote research. In the process of lesson study, we should not be satisfied with finding some symptoms of the topic or summarizing one or two achievements at the level of small strategy, but should maintain the continuous state of new and valuable topics, further carry out in-depth research and form valuable research achievements.